A multi-perspective study of Perceived Inclusive Education for students with Neurodevelopmental Disorders

被引:0
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作者
Emma Leifler
Anna Borg
Sven Bölte
机构
[1] Karolinska Institutet,Karolinska Institutet Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women’s and Children’s Health
[2] & Stockholm Health Care Services,Department of Pedagogical, Curricular and Professional Studies
[3] Region Stockholm,Child and Adolescent Psychiatry
[4] University of Gothenburg,Curtin Autism Research Group, School of Allied Health
[5] Stockholm Health Care Services,undefined
[6] Region Stockholm,undefined
[7] Curtin University,undefined
关键词
Inclusive education; Autism; ADHD; Consensus; Assessment; Teachers; Parents;
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摘要
Consensus is often a prerequisite for communities to develop initiatives to improve practice and create a future together. We investigated the consensus around the perceived educational inclusion of autistic and other neurodivergent students, their caregivers, and their teachers. Seventeen triads of informants plus two single students from mainstream secondary and high schools in Sweden underwent the standardized INCLUSIO interview operationalizing educational inclusion domains. Inclusive practice was reported across groups to be poorly to sufficiently developed for different domains and measures. Discrepancies were extensive between informants and most pronounced for students and parents versus teachers. The findings highlight limited consensus about inclusive education in practice and suggest enhanced participation of neurodivergent students and their parents to improve inclusive education implementation.
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页码:1611 / 1617
页数:6
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